A5056454217- Child and Animal Learning Development
- Language Development and Disorders
- Early Childhood Education and Development
- Gender Roles and Identity Studies
- scientometrics and bibliometrics research
- Scientific Computing and Data Management
- Meta-analysis and systematic reviews
- Social and Intergroup Psychology
- Speech and dialogue systems
- Reading and Literacy Development
- Psychological and Temporal Perspectives Research
- LGBTQ Health, Identity, and Policy
- Adolescent Sexual and Reproductive Health
- Gender Studies in Language
- Sexual Differentiation and Disorders
Princeton University
2021-2024
Stanford University
2020-2021
For any scientific report, repeating the original analyses upon data should yield outcomes. We evaluated analytic reproducibility in 25 Psychological Science articles awarded open badges between 2014 and 2015. Initially, 16 (64%, 95% confidence interval [43,81]) contained at least one 'major numerical discrepancy' (>10% difference) prompting us to request input from authors. Ultimately, target values were reproducible without author involvement for 9 (36% [20,59]) articles; with 6 (24%...
Understanding the mechanisms that drive variation in children’s language acquisition requires large, population-representative datasets of word learning across development. Parent report measures such as MacArthur-Bates Communicative Development Inventories (CDI) are commonly used to collect data, but traditional paper-based forms make curation large logistically challenging. Many CDI thus gathered using convenience samples, often recruited from communities proximity major research...
We examined children’s spontaneous information seeking in response to referential ambiguity. Children ages 2–5 ( n = 160) identified the referents of familiar and novel labels. manipulated ambiguity by changing number objects present their familiarity (Experiments 1 2), availability gaze (Experiment 2). In both experiments, children looked face experimenter more often while responding, specifically when referent was ambiguous. Experiment 2, 3‐ 4‐year olds also demonstrated sensitivity graded...
Within "mainstream" developmental science, gender researchers largely study the trajectory of children considered to be "gender-typical", while research housed primarily in psychiatry and clinical psychology often documents trajectories diverse children. This article aims bridge studies diversity development. First, we review literature on development four commonly studied subgroups - referred medical clinics because their identity expression, transgender children, female with congenital...
For any scientific report, repeating the original analyses upon data should yield outcomes. We evaluated analytic reproducibility in 25 Psychological Science articles awarded open badges between 2014-2015. Initially, 16 (64%, 95% confidence interval [43,81]) contained at least one “major numerical discrepancy” (>10% difference) prompting us to request input from authors. Ultimately, target values were reproducible without author involvement for 9 (36% [20,59]) articles; with 6 (24%...
Abstract A central question in social cognitive development concerns the degree to which children prefer ingroup members relative outgroup members. Forced‐choice measures and continuous rating scales are often used assess these preferences, but little work has examined extent two methods yield similar or divergent estimates. In Study 1, we a within‐subjects design gender‐, race‐, accent‐based preferences 5–6‐year‐old predominantly white ( N = 100) with both forced‐choice measure (on 1–6...
A central question in social cognitive development concerns the degree to which children prefer ingroup members relative outgroup members. Forced-choice measures and continuous rating scales are often used assess these preferences, but little work has examined extent two methods yield similar or divergent estimates. Here, we a within-subjects design gender-, race-, accent-based preferences 5-6 year old predominantly white (N = 98) with both forced-choice measure (on 1-6 scale). Replicating...
The ability to rapidly recognize words and link them referents in context is central children's early language development. This ability, often called word recognition the developmental literature, typically studied looking-while-listening paradigm, which measures infants' fixation on a target object (vs. distractor) after hearing label. We present large-scale, open database of infant toddler eye-tracking data from tasks. goal this effort address theoretical methodological challenges...
The ability to rapidly recognize words and link them referents is central children’s early language development. This ability, often called word recognition in the developmental literature, typically studied looking-while-listening paradigm, which measures infants’ fixation on a target object (vs. distractor) after hearing label. We present large-scale, open database of infant toddler eye-tracking data from tasks. goal this effort address theoretical methodological challenges measuring...
Understanding the mechanisms that drive variation in children’s language acquisition requires large, population-representative datasets of word learning across development. Parent report measures such as MacArthur-Bates Communicative Development Inventories (CDI) are commonly used to collect data, but traditional paper-based forms make curation large logistically challenging. Many CDI thus gathered using convenience samples, often recruited from communities proximity major research...
Children's understanding of the stability gender over time has long been recognized as a hallmark early childhood cognitive development. Prior research argued that until roughly age 6, children do not understand person’s identity remains consistent if person undergoes change in gendered behavior or appearance. However, this prior work generally given any context to why appearance is occurring. The present study showed 3-to-5-year-olds character (e.g., “Johnny”) undergo such occurred because...
Children's understanding of the stability gender over time has long been recognized as a hallmark early childhood cognitive development. Prior research argued that until roughly age 6, children do not understand person's identity remains consistent if person undergoes change in gendered behavior or appearance. However, this prior work generally given any context to why appearance is occurring. The present study showed U.S. three-to-five-year-olds character (e.g. "Johnny") undergo such...
Previous work has documented adolescents’ gender stereotype endorsement, or the extent to which one believes men women should embody distinct traits. However, understanding of endorsement in diverse adolescents—those who identify as transgender, nonbinary, and/or nonconforming—is limited. Gender experiences with raise question whether they endorse stereotypes same frequency cisgender adolescents. In this study, we investigated three primary research questions: (1) if (N = 144) and 174)...
Previous work has documented adolescents' gender stereotype endorsement, or the extent to which one believes men women should embody certain traits. However, understanding of endorsement in diverse adolescents - those who identify with a different from their assigned sex at birth is limited. Gender unique lived experiences raise question whether they endorse stereotypes same frequency as cisgender adolescents. In this study, we investigated two primary research questions: (1) if (N = 150)...